{"id":8598,"date":"2022-10-18T14:32:44","date_gmt":"2022-10-18T12:32:44","guid":{"rendered":"https:\/\/collabolearn.dk\/?post_type=cl-activity&p=8598"},"modified":"2022-11-15T14:35:52","modified_gmt":"2022-11-15T13:35:52","slug":"games-build-a-model-with-roles","status":"publish","type":"cl-activity","link":"https:\/\/collabolearn.dk\/en\/activities\/games-build-a-model-2\/games-build-a-model-with-roles\/","title":{"rendered":"Games – Build a model with roles"},"content":{"rendered":"\r\n\r\n

\r\n Procedure <\/h2>\r\n\r\n\n\n\r\n
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Suggestion for introduction<\/h4>\n\n\n\n

We create a motivating environment for the children. <\/p>\n\n\n\n

For instance, we can say: “Today, we practice building together, and we try to use what we have already learned to reflect on the activity together. Maybe we learn something new today, like how to explain things well to others. The activity is about the three of us building a model together, while we have fixed roles. To begin with, we divide the roles between us. We also agree on when we switch roles during the activity. We must not break out of our roles, but we can help each other by pointing and asking. The three roles are:<\/p>\n\n\n\n

The Reader: The only person who sees the building instructions. The reader explains which blocks to find and how to put them together. The other two must always ask clarifying questions to the Reader.<\/p>\n\n\n\n

The Finder: Finds the blocks to be used based on the reader’s instructions.<\/p>\n\n\n\n

The Builder: Puts the blocks that the finder has found together based on what the reader has said.\u201d<\/p>\n\n\n\n

Time<\/h4>\n\n\n\n

The activity can be adapted to the framework of one lesson and varied according to the time available and the children’s prerequisites.<\/p>\n\n\n\n

Materials<\/h4>\n\n\n\n

We can use small Lego sets that we are familiar with, or wooden blocks, plus-plus, magnetic tiles, paper, or something else – as long as we have preprinted instructions or a model that we can follow. Additionally, we have visual cards with roles (role cards).<\/p>\n\n\r\n <\/div>\r\n\r\n <\/details>\r\n\r\n<\/section>\r\n\n\n\r\n

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Reflection Routines<\/div>\r\n\r\n \r\n \r\n \r\n \r\n \r\n <\/g>\r\n\r\n \r\n <\/clipPath>\r\n <\/defs>\r\n <\/svg>\r\n\t\t\t\t<\/a>\r\n\t\t\t <\/div>\r\n <\/div>\r\n\r\n
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During the play session, the children encounter challenges and successes, where we can stop and help spot what is difficult or what is going well. We can do this in several ways:<\/p>\n\n\n\n

Reflection routines <\/strong><\/h4>\n\n\n\n

When we get the opportunity to reflect together with the children on what challenges or discoveries arise along the way, we can use one or more reflection routines<\/a>. It could be, for example, a learning metaphor<\/a> with a social strategy that we practice, an emoji<\/a> that describes the feeling we have right now, or a rating<\/a> of how well we think the building is going. In this way, a reflection routine can help to show and put into words the experiences that the children have during the play session.<\/p>\n\n\n\n

Facilitating questions<\/strong><\/h4>\n\n\n\n

We can ask facilitating questions to the children along the way, as they naturally arise in the building process. In this way, we facilitate the play session so that we continue the play and at the same time learn something from it. For example: <\/p>\n\n\n\n